For those who fall behind: Examining language and cultural enhancement practices in Milan's Exta-school services

This study explores the educational needs of a diverse urban neighbour hood, focusing on after-school programs and their role in supporting mul tilingual children. Through a qualitative method and an Ethnographic methodology 30 observation were done in 14 after-school services re vealed significant gaps in the training of practitioners, particularly in teaching Italian as a second language (L2) and utilizing strategies to value students’ home languages. This research highlights the urgent need for professional development in multilingual pedagogies to empower practi tioners to leverage students’ linguistic and cultural resources. Such train ing can create more inclusive, dynamic learning environments, improving outcomes and reducing dropout risks. While preliminary, these findings provide a foundation for rethinking after-school programs as spaces of in clusion and academic growth for multilingual youth in urban contexts.